Michael Gove Quotes

I tell young teachers who are determined to dissent from some of the Draconian aspects of the current orthodoxy that the best form of protection is to be incredibly good at what you do and keep good discipline in class.

The big shift in approach on education that we are taking - which is different from what happened before - is that we trust teachers and we trust heads.

Schools can do extraordinary things given the chance; teachers can do remarkable things if we eliminate the paperwork that sometimes binds them and give them a chance to really teach in our schools.

Committed teachers know their students' needs better than anyone in the system. Traditionally, however, teachers have little control over the purchase of student materials.

You have to have teachers who are empowered to facilitate great teaching.

I believe that our teachers need more freedom to be creative in the classroom in order to maximize the time students spend learning, not the time they spend taking tests.

I think the problem with schools is not too many incentives but too few. Because of tenure, teachers' unions, and the fact that teachers generally aren't observed in their classrooms, they can do whatever they want in class.

Feeling pummeled by the outside pounding of tests and standards, a teacher can easily hide and simply turn to the immediacy of the classroom. It is not surprising that many teachers burrow in their rooms with all that they know about their students. There is no place to take the information.

I do think we know that a teacher who knows what he or she is doing, knows their subject matter, and knows how to impart knowledge to kids is a critical piece of closing the achievement gap.

When you have teachers saying, 'I don't have enough time for hands-on activities,' we need to rethink the way we do education.

The simple facts are these: We need higher standards in our schools, and we need to hold teachers accountable for the outcomes in their classrooms.

Hardworking, passionate teachers know their students' needs better than anyone else in the school environment. If we can tap into their needs, we can unleash smarter solutions and empower those people on the front lines.

Teachers know how to improve education.

Both of my sisters have been teachers and they used to say you get asked between 300 and 600 questions every day which you have to answer. That's exactly what directing is. And the vast majority of those questions are not very interesting really, but they need somebody to make a decision - a good one or a bad one - and they follow it.

Teachers are not glorified babysitters with summers off. Their profession fuels all others, and on a normal day that is amazing enough in and of itself.

Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the 'naturals', the ones who somehow know how to teach.

There is no recipe to be a great teacher, that's what is unique about them.

We had rising student achievement across the board because high standards, robust accountability, ending social promotion in third grade, real school choice across the board, challenging the teachers union and beating them is the way to go.

I wasn't a very good teacher.

We - again, the, the, the, the bastardization and the demonization over the last few years of teachers and of unions and of collective bargaining, that is not the answer.

I'm just not a natural teacher.

But the best thing Washington can do for education is realize that our role is limited. Washington must keep its promises, but let those who know our childrens' names- parents, teachers and school board members- make education decisions.

Teachers say their schools of education did not adequately prepare them for the classroom. They would have welcomed more mentoring and feedback in their early years.

I'd like to think I'm a great teacher.

My daughter became a teacher right out of college.